Dimensions of Clinical Medicine: An Interclerkship Program

Sakowski, Henry A.; Markert, Ronald J.; Jeffries, William B.; Coleman, Robert M.; Houghton, Bruce; Kosoko-Lasaki, Sade; Goodman, Michael S.; Rich, Eugene C.

doi:10.1207/s15328015tlm1704_10

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…Several schools built on existing, successful CAM-related centers or programs (University of California-San Francisco, University of North Carolina, University of Michigan, and University of Minnesota). (18)(19)(20) Although the total of students enrolled in the study may not have been convincingly representative (46% of the total of students that concluded the discipline - Table 1), and this would be a loss for this study, considering the universe of students that concluded the elective discipline of acupuncture, there is some interesting information we can obtain from the study.…”

Section: Discussionmentioning

confidence: 99%

The teaching of acupuncture in the University of São Paulo School of Medicine, Brazil

Amadera¹,

Pai²,

Hsing³

et al. 2010

Rev. Assoc. Med. Bras.

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SummaryobjectIve. Since being introduced as an elective discipline (non-obligatory) in the second semester of 2002, acupuncture has been taught in the University of São Paulo School of Medicine. We conducted this study to verify interest and acceptance among under graduate medical students and to discern a positive influence contributing to improveing their skills. Methods. The study was conducted from 2002 to 2007 using descriptive statistical methods. results. The average number of students who concluded the discipline is 24.9 students per semester with an average number of medical students per semester of 87.5 (28% of all medical students in the 7 th and 8 th semesters). After a semester of basic training in acupuncture, only eight students per group are promoted (after selection) to the Medical Academic League of Acupuncture which lasts for two years. Every semester, all eight vacancies are filled. Among the students who concluded the course, 98% described course quality as good or very good, 85% considered themselves at least partially able to use acupuncture and 79% stated that the course influenced them in their medical education. conclusIon. There is a genuine interest to learn acupuncture, almost 30% of all students volunteer for a brief training in acupuncture while some of them choose additional training of two years indue to the importance of acupuncture as part of professional skills. Results indicate that acupuncture should be included as an elective discipline for medical students.

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Section: Discussionmentioning

confidence: 99%

The teaching of acupuncture in the University of São Paulo School of Medicine, Brazil

Amadera¹,

Pai²,

Hsing³

et al. 2010

Rev. Assoc. Med. Bras.

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“…It can be direct observation or skill-based training where the learning takes place by reflecting on own experiences of dealing with clients. 36 Along similar lines, a systematic review had suggested that training can improve healthcare professionals’ sensitivity, empathy, and compassion by encouraging them to be able to recognize clients’ emotions and be supportive toward them. 37 Considering clients’ perspective and not rushing through the process of history taking. The inclusion of compassion- and kindness-based training in the mainstream curriculum is proposed.…”

Section: Toward a Compassionate Mental Healthcarementioning

confidence: 99%

“…It can be direct observation or skill-based training where the learning takes place by reflecting on own experiences of dealing with clients. 36 Along similar lines, a systematic review had suggested that training can improve healthcare professionals' sensitivity, empathy, and compassion by encouraging them to be able to recognize clients' emotions and be supportive toward them. 37 • Considering clients' perspective and not rushing through the process of history taking.…”

Section: Toward a Compassionate Mental Healthcarementioning

confidence: 99%

The Art of Compassion in Mental Healthcare for All: Back to the Basics

Sengupta

Saxena

2023

Indian Journal of Psychological Medicine

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“…Similarly, the University of California San Francisco Medical School has implemented three one-week intersessions on evidence-based medicine, ethics, health systems, advances in science affecting clinical practice, and professional development (Fenton et al 2002). Finally, Creighton University School of Medicine recently reported on a series of two-day interclerkships addressing evidence-based medicine, sexuality in clinical medicine, professionalism, cultural sensitivity/awareness, complementary and alternative medicine, bioterrorism, and clinical ethics (Sakowski et al 2005). Earlier UCLA introduced a longitudinal, multidisciplinary third-year course that included a small-group component in which underrepresented topics such as ethics, domestic violence and nutrition were addressed through the use of standardized patients (Slavin et al 1995).…”

Section: Introductionmentioning

confidence: 99%

A new approach to bridging content gaps in the clinical curriculum

et al. 2007

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Background: In 2004-05 Tulane University School of Medicine implemented a longitudinal Interdisciplinary Seminar Series composed of small-group interactive exercises to address topics that are often overlooked during the clinical education of medical students. The series utilizes five adult learning principles. Methods: Each of 13 seminars is offered at a fixed time slot, repeated two to six times per year. Students are required to attend a minimum of five seminars, of their choice, during years three and four. Students access an online pre-enrollment system that maximizes learning opportunities by limiting the number of participants. Seminars emphasize active learning with small-group problem-solving exercises and multiple interactive techniques. Clinical vignettes, standardized patients, journal articles, and casebased learning are among the learning methods. Results: Seminar evaluations showed strong support in program content and effectiveness (mean ¼ 4.47 on a five-point scale), facilitators (4.63), and learning opportunities (4.51). Additionally, students strongly endorsed individual seminars to classmates (4.47). Twelve of 13 (92%) seminars received scores higher than 4.0 for program content and effectiveness, facilitators and learning opportunities. Conclusions: The Interdisciplinary Seminar Series has been a valuable addition to the Tulane clinical curriculum. Students report that the success of the series is due to: (a) their ability to select seminars based on their individualized interests and needs; and (b) faculty development of student-centered seminars with active learning opportunities. This Seminar Series differs from interclerkship initiatives at other medical schools where topics are offered less frequently and to a class as a whole. Tulane's program is a longitudinal intervention with multiple opportunities for student participation during their clinical education. Seminars are repeated to allow greater flexibility in student scheduling. Seminar discussions are rich in content since attendees include both third-and fourth-year students with variable levels of clinical skills and experiences.

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Dimensions of Clinical Medicine: An Interclerkship Program

Abstract: The interclerkship format is a viable approach for incorporating orphan topics into the clinical curriculum.

Cited by 5 publications

References 8 publications

The teaching of acupuncture in the University of São Paulo School of Medicine, Brazil

The teaching of acupuncture in the University of São Paulo School of Medicine, Brazil

The Art of Compassion in Mental Healthcare for All: Back to the Basics

A new approach to bridging content gaps in the clinical curriculum

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